MEGE Lesson Plan 1b

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French 2 : Reflexive Verbs
Thursday November 3
Hour 3



TPA Approved Lesson Plan Template
This lesson Plan Template is a GUIDE. You are not required to use its format as long as you include all the elements here in your plan!

Desired Results
Relevant Minnesota or Nat’l Content Standards:
COMMUNICATION

Communicate in Languages Other Than English
  • Standard 1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions
  • Standard 1.2: Students understand and interpret written and spoken language on a variety of topics
  • Standard 1.3: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.
CULTURES

Gain Knowledge and Understanding of Other Cultures
  • Standard 2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied
  • Standard 2.2: Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied
CONNECTIONS

Connect with Other Disciplines and Acquire Information
  • Standard 3.1: Students reinforce and further their knowledge of other disciplines through the foreign language
  • Standard 3.2: Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures
COMPARISONS

Develop Insight into the Nature of Language and Culture
  • Standard 4.1: Students demonstrate understanding of the nature of language through comparisons of the language studied and their own
  • Standard 4.2: Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.
COMMUNITIES

Participate in Multilingual Communities at Home & Around the World
  • Standard 5.1: Students use the language both within and beyond the school setting
  • Standard 5.2: Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment.
 Learning Objective: Key Understanding(s) you intend students to obtain:

  • How to pose questions using inversion or “est-ce que”.
  • How to look at an answer and figure out the question.
Assessment Evidence
What do you want your students to know?
  • The three different ways to pose a question: inflection, inversion, “est-ce que”
  • Reflexive verb vocabulary
 What do you want students to be able to do?
  • Correctly conjugate reflexive verbs
  • Recognize the difference between the three different ways to pose a question
  • Look at an answer and know what questions could have possibly been asked
Group Accountability (Formative)
How will you check to see whether your class has met your learning objectives?
  • Students will use magic boards and write the French translation. This allows me to see if they are conjugating it correctly.
 Individual Accountability (Summative)
How will you check to see if individuals have acquired the knowledge/skills you expected them to learn?
  • Walk around while they are doing their worksheet to make sure they are forming their questions correctly.
Learning Plan
What key vocabulary/language will students need to know to meet the learning objective?
  • Se brosser les cheveux/les dents, se lever, se laver, se fâcher, un fer à friser, un rasoir, ect.
  • A quelle heure…
    • o est-ce que tu te laves ?
    • o te laves-tu ?
 How will you teach this key vocabulary to enable students to meet the learning objective?
  • Learning vocabulary will be a highly interactive process. Students will constantly be engaged in language use during the class period to ensure acquisition. It will be taught both visually and aurally.
What is the Essential/Guiding Question(s) for this Lesson? (It should correlate to your learning objective.)
  • C’est quoi votre routine du matin ?
 How will you differentiate for all the learners (ELL, Sp. Ed., poverty, gifted, etc.) in your class?
Differentiation Options: questions, stems, sentence frames, strategies, etc.
  • Students who are struggling will have more one on one work with me. They will also occasionally be paired with gifted students so that the gifted students are able to teach them.
  • Gifted students will occasionally work together and be given more vocabulary to be incorporated in their conversation.
Materials/Resources Required:
  • White board
  • Magic boards
  • Worksheet for students
  • Flashcards
SCHEDULE OF ACTIVITIES
Method/Strategy
(What will you do? What do you expect students to do? Include set induction and closing.)
 Time Allotment
48 minutes
Warm up : Ca va ? Quel temps fait-il ?
 3
Flashcards : Students work with partners and spread the flashcards out on their desks. Say the English word and students must race for the French translation.

Point out : un fer à friser (curling iron). Where does the word « fer » come from? Can you think of the periodic table and the abbreviation for iron?
 10
Magic boards: Say something in English and have students write down the French translation (I wake up). Check to make sure they are conjugating correctly.
 10
Posing Questions: Teach the three different ways to pose a question: inflection, inversion, and “est-ce que”. Show examples of each.

Tu te laves?
Te laves-tu?
Est-ce que tu te laves ?

Show how it would be different when using il or elle with inversion.

Se lave-t-elle?
 10
Write an answer on the board and ask students what the possible question could have been. Pose the question using inversion and est-ce que.

Réponse: Je me lève à 10 heures.
Question : A quelle heure te lèves-tu ? A quelle heure est-ce que tu te lèves ?

Réponse : Non, elle ne se couche pas tôt.
Question : Se couche-t-elle tôt ? Est-ce qu’elle se couche tôt ?

Réponse : Oui, je me fâche tous les jours.
Question : Te fâches-tu tous les jours ? Est-ce que tu te fâches tous les jours ?
 10
Worksheet with reflexive verbs. Have students work on it individually. Go around the room and make sure they are understanding. What they do not finish is homework.
 5